Impact of Trauma in School Violence on the Victim and the Perpetrator: A Mental Health Perspective

Veltkamp, Lane J.; Lawson, Amy

doi:10.1007/978-0-387-77119-9_9

Cited by 3 publications

(3 citation statements)

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“…In addition, a democratic leadership, assigning the correct people for the administrative posts, taking the complaints seriously may be some of the factors that can be effective to prevent violence. It is important for the school to provide a variety of programs and opportunities for its own interests and needs, where the rules of violence are enforced fairly, openly and consistently, where the student feels that the student is important, valuable and respected [26][22] [23]. It is also necessary to recognize the student, to create a sense of community, to adopt effective, student-centered education models, to create school-class rules clearly and meaningfully, to implement effectively, to strengthen family-school cooperation, and to effectively organize school and classroom physical environment [27].…”

Section: Discussionmentioning

confidence: 99%

“…It is stated that violent students have no future goals or are hopeless for the future, so first they need guidance to increase their motivation for their education and help in their goal setting. Also factors such as low academic achievement, school indifference, school stress, school love, low self-esteem, disliking the school, disciplinary problems may lead to children's violence [33] [23]. Children who do not have healthy, and strong sense of morality, have bad friends, are exposed to violence in the family or in school and have low academic achievement can try to attract attention by turning to violence [12][34] [23].…”

Section: Discussionmentioning

confidence: 99%

“…Also factors such as low academic achievement, school indifference, school stress, school love, low self-esteem, disliking the school, disciplinary problems may lead to children's violence [33] [23]. Children who do not have healthy, and strong sense of morality, have bad friends, are exposed to violence in the family or in school and have low academic achievement can try to attract attention by turning to violence [12][34] [23]. Therefore, communicating with students, loving them, helping them with their economic, psychological and other problems might be fruitful.…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ opinions regarding the reasons for teacher victimization

Özdere¹

2017

IOSR JHSS

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The purpose of this study is to investigate the causes of school violence against teachers based on the views of teachers. This study using mixed model was carried out in the spring term of 2015-2016 academic year with the participation of 604 teachers from 25 high school teachers working in central district of Niğde city. The data of this study was collected through a questionnaire which is made up of 5 sections. The participants were asked how big of a problem that teacher victimization is, how much they worry about their safety at school, what they think the possible reasons for the violence are, how they react in case of violence and what factors may increase teacher victimization. According to the quantitative results of the research, it is found that teachers who faced violence think teacher victimization is a much bigger problem and more worried about their safety at school than those who never faced violence. According to the qualitative results of the survey, the factors affecting the increase of teachers victimization were classified under the themes as a. institutionalrelated, b. education system-related, c. social, d. individual, e. teacher-related and f. media, & internet

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Teachers’ opinions regarding the reasons for teacher victimization

Özdere¹

2017

IOSR JHSS

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School Level Predictors of Bullying Among High School Students

Boswell

2016

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School Violence among Children and Adolescents in Rural Communities

Wright

2016

Advances in Psychology, Mental Health, and Behavioral Studies

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This article is based on research we conducted in two agricultural communities as part of a broader study that included mining communities in rural Australia. The data from the agricultural locations tell a different story to that of the mining communities. In the latter, alcohol-fuelled, male-on-male assaults in public places caused considerable anxiety among informants. By contrast, people in the agricultural communities seemed more troubled by hidden violent harms which were largely privatised and individualised, including self-harm, suicide, isolation and threats to men's general wellbeing and mental health; domestic violence; and other forms of violence largely unreported and thus unacknowledged within the wider community (including sexual assault and bullying linked to homophobia). We argue one reason for the different pattern in the agricultural communities is the decline of pub(lic) masculinity, and with this, the increasing isolation of rural men and the increasing propensity to internalise violence. We argue that the relatively high rates of suicide in agricultural communities experiencing rural decline are symptomatic of the internalisation of violence.

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Impact of Trauma in School Violence on the Victim and the Perpetrator: A Mental Health Perspective

Cited by 3 publications

References 9 publications

Teachers’ opinions regarding the reasons for teacher victimization

Teachers’ opinions regarding the reasons for teacher victimization

School Level Predictors of Bullying Among High School Students

School Violence among Children and Adolescents in Rural Communities

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